Abstract
How far is Higher Education in the labyrinth of the pandemic caused by the SARS-Cov-2 virus? New and old educational problems confront themselves, followed by obvious and the most original solutions. Distance education is more often among them, whereas this health tragedy persists in successive waves. Lives are in educational institutions and also in their surroundings, since children, adolescents at schools, as well as adults in Higher Education, are in social interaction with at least their parents and family members. Have such technologies met educational challenges as a whole? Are there attempts to change temporary solutions as permanent? We reply to these questions on the basis of the specialized literature, as well as previous articles by these authors on the four pillars of XXIth century education. The famous Delors Report to UNESCO proposes principles and practices for this time, according to the cultural and humanist perspective of the education actors. Although primarily conceived for basic education, this Report can be applied to Higher Education, as its first pillar focuses on the continuous knowledge change. This requires a dialogical education, in the perspective of Freire’s proposal, aiming the permanent search of articulation among informational and formative aims of education.
Published Version
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